Peer tutoring , project based learning and personalization

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INCLUSION ON THE WAY TO EUROPE
Nr : 2016- 1- LT01- KA219-023144_5

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GOOD PRACTICES IN THE IMPLEMENTATION OF NEW
INNOVATIVE STRATEGIES
PERSONALIZATION
PROJECT-BASED LEARNING
PEER TUTORING
FOR STEM SUBJECTS
Authors
Teachers: Dascalu Mariana Gabriela
Stan Mihaela

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Personalization vs Differentiation vs Individualization
There is a difference between personalization and
differentiation and individualization. The first is learner-
centered; the others are teacher-centered. There seems to be
confusion in the education world about the differences and
comparisons of these three terms as they relate to the learner.
Individualization refers to instruction that is paced to the
learning needs of different learners. Learning goals are the same
for all students, but students can progress through the material
at different speeds according to their learning needs. For
example, students might take longer to progress through a given
topic, skip topics that cover information they already know, or
repeat topics they need more help on.
Differentiation refers to instruction that is tailored to the
learning preferences of different learners. Learning goals are the same for all students, but the
method or approach of instruction varies according to the
preferences of each student or what research has found works
best for students like them.
Personalization refers to instruction that is paced to
learning needs, tailored to learning preferences, and tailored to
the specific interests of different learners. In an environment
that is fully personalized, the learning objectives and content as
well as the method and pace may all vary (so personalization encompasses differentiation and
individualization).
Personalization Differentiation Individualization
starts with the learner starts with groups of learners starts with the need of an
individual learner

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What does teaching
connects with interests,
passions, and aspirations
adjusts to learning needs of
groups of learners
accommodates learning
needs of the individual
learners actively participate in the
design of their learning
explicit instruction based upon
the learning needs of groups of
learners
explicit instruction based upon
the learning needs of an
individual learner
learners have a voice and choice on
what they learn
teachers create or adapt
instruction and choose roles for
learners based on different
needs of learners
teachers customize lessons and
tasks for learners based on
individual needs
different objectives for each
learner
same objectives for groups of
learners
same objectives for learners
with specific objectives for
individuals who receive one- on-
one supportlearner selects appropriate
technology and resources to
support their learning
technology and resources are
selected to support the learning
needs of groups of learner
selected to support the
learning needs of an individual
learnerlearners build a network of peers,
experts, teachers, and
paraprofessionals to guide and
learners are reliant on the
guidance of teachers to
learners are dependent on
individual teachers or para-
professionals to support their
learningcompetency-based models where
the learner demonstrates mastery
based on Carnegie unit (seat
time) and grade level
based on Carnegie unit
(seat time) and grade level
assessment AS learning assessment FOR learning assessment OF learning
teachers develop capacity to create
independent learners who set goals,
monitor progress, and reflect on
learning and summative assessments
based on student mastery
assessment involves time- based
testing and teachers provide
feedback to advance learning
summative assessment is grade-
based and involves time-based
testing which confirms what
learners know and don’t know

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and learning look like as it relates to these terms?
In an individualized learning environment, the learner’s needs are identified through
evaluations based on their challenges or disabilities. The teacher reviews the findings and
recommendations from the evaluations with other professionals to adapt materials and instruction
for an individual learner with cognitive or physical challenges.
In a differentiated learning environment, learners are identified based upon their challenges in a
specific content area and skill levels. The teacher uses existing differentiated curriculum or adapts
instruction to meet the needs of different groups of learners.
In a personalized learning environment, learning starts with the learner. The learner understands
how they learn best so they can become an active participant in designing their learning goals along
with the teacher.
How do we determine the learner’s needs?
An individualized learning environment usually involves learners with special needs where they
have an individual education plan (IEP). These learners have been evaluated to determine their
strengths and weaknesses in areas such as: reading, math, writing and other cognitive challenges.
From these evaluations, a set of measurable goals are determined along
with accommodations for the individual learner in an IEP. An agreement by
the IEP Team is needed to implement them. Implementation can include
out of classroom one-to-one instruction and/or tutoring plus classroom
accommodations by the teacher with frequent support by an instructional
aide.
starts with the learner starts with groups of
learners
starts with the need of an individual
learner
connects with interests,
passions, and aspirations
adjusts to learning needs of
groups of learners
accommodates learning needs
of the individual

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Differentiation is responsive teaching rather than “one size fits all”
teaching where teachers proactively plan varied approaches to what different
groups of learners need to learn, how they will learn it, and/or how they will
show what they have learned.
In a personalized learning environment, we see the Learning style -
learning profile for all learners to understand how they learn best. For learners to understand how
they learn, a learner version of the profile tool could be used to help them share with their teachers
how they would like to acquire information, express what they know and what ways they like to
engage with the content. Learners are more motivated to learn and be engaged in the learning
process if the learning activity is meaningful and relevant to them.The learning happens in many
different learning environments where the term student might not be traditionally applied (e.g. museums,
after-school programs, adult learning, etc.) The word learner was therefore chosen because of the ranges of
situations to which it could apply.
How does a learner participate in their learning?
In an individualized learning environment, learning is passive. Teachers or para-professionals
deliver instruction to individual learners. The learner has no voice in the design of their instruction
or choice in what they learn in this environment. The instruction is based on each learner’s needs.
learners actively
participate in the design of
their learning
explicit instruction based upon the
learning needs of groups
of learners
explicit instruction based upon the
learning needs of an individual
learner
learners have a voice and
choice on what they learn
teachers create or adapt
instruction and choose roles for
learners based on different needs
of learners
teachers customize lessons and
tasks for learners based on
individual needs

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In a differentiated classroom, learners can be passive
participants in their learning. Teachers use direct instruction that
they differentiated based upon the learning needs of different
groups of learners in their classroom. Some teachers may set up
learning stations or flip the classroom
with multiple ways of showing the
same content to different types of
learners. This confuses educators into
thinking that if they flip the
classroom, some teachers consider that learners are personalizing
their learning. But, actually, learners are still passively receiving content and directions on what to
learn. When learners have choices to interact with the content, discuss what they watched, read, or
learned the night before, they are actively participating as learners. However, this is still not
personalizing learning. The teacher still chose the topics and how learners demonstrate
understanding.
When a learner personalizes their learning, learners actively participate and drive their
learning. They have a voice in what they are learning based on how they learn best. Learners
have a choice in how they demonstrate evidence of their learning. Learners own and co-design
their learning. The teacher is their guide on their personal journey.
How are objectives determined for the learner?
different objectives for
each learner
same objectives for groups of
learners
same objectives for learners with
specific objectives for individuals who
receive one-on- one support
When you individualize learning, learners may have the same objectives as all the learners in the
class. However, there can be specific objectives for learners who may need one-on-one support.
Teachers or para-professionals then support and provide accommodations for individual learners
to meet these specific objectives.

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To differentiate learning, a teacher identifies the same objectives for different groups of learners.
Teachers use and analyze data to identify the different learners in their classroom. From this data,
they can use, adapt, or create different lessons or resources on a concept around the same
objectives based on the different group of learners.
To personalize learning, teachers and learners are co-designing objectives based on each learner’s
learning goals. There are different objectives for each learner. The learner drives their learning and
owns their learning. The learner follows the objectives, monitors their progress in meeting the
objectives, and reflects on their progress.
learner selects appropriate
technology and resources to
needs of groups of learner
needs of an individual learner
learners build a network of peers,
experts, teachers, and
paraprofessionals to guide and
learners are reliant on the
guidance of teachers to
learners are dependent on
individual teachers or para-
professionals to support their
learning
In an individualized learning environment, tools and resources are
selected by the teacher and are sometimes recommended by an
evaluator, special education professional or consultant. The tools could
include specialized software and/or hardware that supports the specific
IEP goals agreed to by the IEP Team. In the best cases, teachers or para-
professionals learn how to use theses specialized tools so that they can
instruct students in the use of these tools to support their learning. If
these tools are used consistently, the learner then adopts them as part of
their toolkit.
In a differentiated learning environment, the teacher selects the tools and resources for the groups
of learners based upon the activities or products that are included in the lesson. The teacher also

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considers how appropriate a tool or resource is for the different groups of learners. The learner may
be able to choose content or a resource based upon their reading or skill level.
In a personalized learning environment, learners can access appropriate tools to support their
learning. They have critical thinking skills so they can self select the tools they need to support any
learning task, whether at a school or home. ICT (Information and Communication Technology)
literacy would be an essential skill in a personalized learning environment. As 21st
century learners,
they collaborate, share, and learn with their peers, experts, and other learners around the world.
competency-based models
where the learner
demonstrates mastery
In individualized and differentiated learning environments, learners are awarded credit for classes
on the basis of the unit that plays a powerful role in managing transactions within the education
system. First, it provides a unit of exchange to allow different schools and institutions to relate to
each other, especially the transition from high school to college. Second, the unit is based upon the
amount of time that a teacher is in front of a classroom and the time learners are in school. It
doesn’t take into account how effective the teacher is, how much time and effort the teacher
contributes outside the classroom, or how much time and effort learners contribute.
Competency-based pathways are based on mastery not on seat time which expects teachers to
help all learners succeed in mastering skills.
assessment AS learning assessment FOR learning assessment OF learning
teachers develop capacity to create
independent learners who set goals,
monitor progress, and reflect on
learning and summative assessments
based on student mastery
assessment involves time-
based testing and
teachers provide feedback to
advance learning
summative assessment is grade-
based and involves time-based
testing which confirms what
learners know and don’t know

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Assessment of learning (Individualization) refers to strategies
designed to confirm what learners know, demonstrate whether or not
they have met curriculum outcomes or the goals of their
individualized programs, or to certify proficiency and make decisions
about learners’ future programs or placements.
Effective assessment of learning requires that teachers provide:
! a rationale for undertaking a particular assessment of learning at a
particular point in time.
! clear descriptions of the intended learning.
! processes that make it possible for students to demonstrate their competence and skill.
! a range of alternative mechanisms for assessing the same outcomes.
! public and defensible reference points for making judgements.
! transparent approaches to interpretation.
! descriptions of the assessment process.
! strategies for recourse in the event of disagreement about the decisions.
Assessment for learning (Differentiation) occurs throughout the learning process. It is interactive,
with teachers:
! aligning instruction with the targeted outcomes.
! identifying particular learning needs of learners or groups.
! selecting and adapting materials and resources.
! creating differentiated teaching strategies and learning opportunities for helping individual
learners move forward in their learning.
! providing immediate feedback and direction to learners.
Assessment for learning provides information about what learners already know and can do, so that
teachers can design the most appropriate next steps in instruction.
Assessment as learning (Personalization) is based in research about how learning happens, and is
characterized by learners reflecting on their own learning and making adjustments so that they
achieve deeper understanding. The teacher’s role in promoting the development of independent
learners through assessment as learning is to:
! model and teach the skills of self-assessment.

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! guide learners in setting goals, and monitoring their progress toward them.
! provide exemplars and models of good practice and quality work that reflect
curriculum outcomes.
! work with learners to develop clear criteria of good practice.
! guide learners in developing internal feedback or self-monitoring mechanisms to
validate and question their own thinking, and to become comfortable with the
ambiguity and uncertainty that is inevitable in learning anything new.
! provide regular and challenging opportunities to practise, so that learners can
become confident, competent self-assessors.
! monitor learners’ meta-cognitive processes as well as their learning, and provide
descriptive feedback.
! create an environment where it is safe for learners to take chances and
where support is readily available.
Reporting in assessment as learning is the responsibility of learners, who must learn to articulate
and defend the nature and quality of their learning. When learners reflect on their own learning
and must communicate it to others, they are intensifying their understanding about a topic, their
own learning strengths, and the areas in which they need to develop further.
References
! Image on cover from Mid-Pacific Institute’s One-on-One Program http://www.midpac.edu/one-
to-one/
! Personalized Learning in British Columbia: Interactive Discussion Guide. British Columbia
Ministry of Education. (2011) http://www.personalizedlearningbc.ca
!Rose, David & Meyer, Anne. Teaching Every Student in the Digital Age. CAST. (ASCD, 2002)
! Tomlinson, Carol. Differentiation Central: Differentiationcentral.com
! What is UDL? www.udlcenter.org/aboutudl/whatisudl

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What's Your Learning Style?
“Everybody is a genius. But if you judge a fish by its ability to
climb a tree, it will live its whole life believing that it is
stupid.”
– Albert Einstein
Most educators recognise three broad learning styles in
children - visual, auditory and kinaesthetic. Each style
refers to a preferred way of receiving and processing
information in order to learn.
When you help your child to learn, you probably favour
teaching methods that suit your own learning style. That’s
because those approaches work for you and you believe
them to be the most effective. Taking a moment to discover
and understand your child’s learning style, as well as your
own, can quickly turn hard work into plain sailing.
Recognising your child’s learning style
People are seldom completely in one camp or the other, and many may be quite happy with more than
one style. Children often change their preferred learning style as they grow older, so it’s important to
continue trying different approaches from time to time. You can also work together on developing
strategies for your child to benefit from learning situations that are not necessarily their favourite
learning styl
Purpose:
To learn about learning styles.
To understand the differences between auditory, visual
and kinesthetic learners
To identify your own learning style

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There are three basic types of learning styles. The three most common are visual, auditory, and
kinesthetic. To learn, we depend on our senses to process the information around us. Most people
tend to use one of their senses more than the others. Today's lesson will help you determine which
of these learning styles you rely on the most.
There is a series of 16 questions that are related to the three main learning styles. Read the question
and select the answer that closest fits your answer. Don't think about the questions too much. Go with
your first choice. After you answer each of these questions, tabulate your total number of a’s, b’c and
c’s.
Sometimes people have two or three that all have about the same number of choices. Some people
depend on two or more types of learning styles.
It is not unusual to use different learning styles for different tasks. That's why people can respond
so differently to the same thing.
Questions to ask your student:
1. How could knowing your learning style be of benefit to you, personally?
2. How can it be helpful in your interactions with others?
3. How do you think this could help you in your studies?
4. How do you think this could help you in
lectures?How do you think this could help you in
note taking?
What's Your Learning Style
For these questions, choose the first answer that comes to
mind and click on a,b, or c.
Question 1
When you study for a test, would you rather
a) read notes, read headings in a book, and look at diagrams and illustrations.
b) have someone ask you questions, or repeat facts silently to yourself.
c) write things out on index cards and make models or diagrams.
Question 2

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Which of these do you do when you listen to music?
a) daydream (see things that go with the music)
b) hum along
c) move with the music, tap your foot, etc.
Question 3
When you work at solving a problem do you
a) make a list, organize the steps, and check them off as they are done
b) make a few phone calls and talk to friends or experts
c) make a model of the problem or walk through all the steps in your mind
Question 4
When you read for fun, do you prefer
a) a travel book with a lot of pictures in it
b) a mystery book with a lot of conversation in it
c) a book where you answer questions and solve problems
Question 5
To learn how a computer works, would you rather
a) watch a movie about it
b) listen to someone explain it
c) take the computer apart and try to figure it out for yourself
Question 6
You have just entered a science museum, what will you do first?
a) look around and find a map showing the locations of the various
exhibits b) talk to a museum guide and ask about exhibits
c) go into the first exhibit that looks interesting, and read directions later
Question 7
What kind of restaurant would you rather not go to?
a) one with the lights too bright
b) one with the music too loud
c) one with uncomfortable chairs
Question 8

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Would you rather go to
a) an art class
b) a music class
c) an exercise class
Question 9
Which are you most likely to do when you are happy?
a) grin
b) shout with joy c)
jump for joy
Question 10
If you were at a party, what would you be most likely to remember the next day?
a) the faces of the people there, but not the names
b) the names but not the faces
c) the things you did and said while you were there
Question 11
When you see the word "d - o - g", what do you do first?
a) think of a picture of a particular dog
b) say the word "dog" to yourself silently
c) sense the feeling of being with a dog (petting it, running with it, etc.)
Question 12
When you tell a story, would you rather
a) write it
b) tell it out loud c)
act it out
Question 13
What is most distracting for you when you are trying to concentrate?
a) visual distractions b)
noises
c) other sensations like, hunger, tight shoes, or worry
Question 14
What are you most likely to do when you are angry?

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a) scowl
b) shout or "blow up"
c) stomp off and slam doors
Question 15
When you aren't sure how to spell a word, which of these are you most likely to do?
a) write it out to see if it looks right
b) sound it out
c) write it out to see if it feels right
Question 16
Which are you most likely to do when standing in a long line at the movies?
a) look at posters advertising other movies
b) talk to the person next to you
c) tap your foot or move around in some other way
Total your a’s, b’s and c’s.
Three Different Learning Styles
If you scored mostly a's you may have a visual learning style. You learn by seeing and looking.
Visual Learners
 take numerous detailed notes
 are usually neat and clean
 often close their eyes to visualize or remember
something find something to watch if they are
bored
 like to see what they are learning
 benefit from illustrations and presentations
that use color are attracted to written or spoken language rich in imagery
 prefer stimuli to be isolated from auditory and kinesthetic distraction find passive
surroundings ideal
If you scored mostly b's, you may have an auditory learning style. You learn by hearing and
listening.

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Auditory Learners
 sit where they can hear but needn't pay attention to what is happening in front
 may not coordinate colors or clothes, but can explain why they are wearing what they are
wearing and why
 hum or talk to themselves or others when bored
 remember by verbalizing lessons to themselves (if they don't they have difficulty reading
maps or diagrams or handling conceptual assignments like mathematics).
If you had mostly c's, you may have a kinesthetic learning style. You learn by touching and
doing.
Kinesthetic Learners
 need to be active and take frequent breaks
 speak with their hands and with gestures
 remember what was done, but have difficulty recalling
what was said or seen
 find reasons to tinker or move when bored
 rely on what they can directly experience or perform
 activities such as cooking, construction, engineering and
art help them perceive and learn enjoy field trips and
tasks that involve manipulating materials
 sit near the door or someplace else where they can easily get up and move around
 are uncomfortable in classrooms where they lack opportunities for hands-on experience
communicate by touching and appreciate physically expressed encouragement, such as
a pat on the back.
Here are 24 ideas to use with the visual, tactile, or
auditory learner in your home.
For visual math learners
1. Have visual learners write down explanations.
Writing and seeing are powerful for visual learners.
2. Have your child make and use flashcards. The act

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of writing the cards and viewing them will increase comprehension.
3. Ensure visual learners organize their notes. Organization will make it easier to remember the
information.
4. Encourage your child to take notes while listening in class. To take notes, a student must either look
at what you’re writing/presenting or visualize the material. Either way requires visual processing.
5. Use visual analogies and metaphors to associate information. Anything that encourages the student
to develop a mental image will be beneficial.
6. Use a computer with your child to organize
material, create graphs, tables, charts, and
spreadsheets. The act of creating and reviewing visual
representations can be powerful for visual learners.
7. Look for graphs, charts and diagrams that
demonstrate key points. Presenting the information
visually is critical to this type of learner.
8. Encourage your child to use color-coded
highlighting in their notes. Differentiating information visually will assist in organizing the material in
the student’s mind.
For tactile math learners:
1. Suggest to your tactile learner’s teacher that they sit near the
front of the classroom and take notes. This will help them remain
focused.
2. When revising for tests, have your make flashcards for each step
in a process and put the cards in order until the sequence becomes
automatic. Use the technique repeatedly with concepts and
processes. Sticky notes come in handy here.
3. Use hands-on experiences whenever possible. Use
manipulatives. Marshmallows and individually wrapped candy
comes in handy here. Solving problems with pencil and paper or
calculator in hand will be most give this group of learners
confidence.
4. Get your child to make diagrams and mind-maps of concepts and problem-solving processes.

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5. Help them learn how to use calculators and computers to solve complex math problems.
6. Find educational computer games that require a great deal of mouse movement. This works great
with these learners.
7. Help them prepare a multimedia project related
to their maths project work.
8. Experiment with having your child working in a
standing position. By standing, your child’s
balance and equilibrium are stimulated; this can
be beneficial for many tactile learners.
For auditory math learners:
1. Pair up with your auditory learner and explain
mathematical concepts to each other.
2. Have your child write a sequence of steps in sentence form and then read them out loud. Actually
hearing the problem-solving process will help to solidify it.
3. Encourage tour child to reason through solutions out loud. Anything that stimulates the hearing
process can be helpful.
4. Use mnemonics and word links for important math concepts or problem-solving processes.
Rhyming is helpful when possible.
5. Ask your child’s teacher if they allow students to record math lectures and review them or provide
recordings of classes online.
6. When reviewing new information, encourage your child to repeat the most important information
out loud.
7. Encourage your child to also use these strategies at school.
8. It’s important to maintain order in the classroom. Any activities that encourage talking will have a
tendency to lead to talking that is unrelated to math.
Visual, tactile and auditory learners have differing requirements to learn optimally, so it’s important to
teach them with a variety of techniques. Use the above ideas but also develop your own. However,
mixing things up a bit can also be beneficial to the your child and their enjoyment, participation, and
learning will improve.

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6 Emerging Technologies Supporting Personalized Learning
Educators, administrators and technology directors/coordinators should be fastidious about what programs they are
purchasing and supporting for use in their institutions. What does this mean? There needs to be serious reflection and many
conversations before clicking “purchase.” As a starting point, here are three questions you must consider:
1. Does the technology overshadow, mask, or otherwise draw the focus away from important learning?
2. Does the technology add value so that students can do their work in better or different ways?
3. Are digital technologies utilized by students in both appropriate and empowering ways?
If your answers are “no,” “yes,” and “yes,” you’re off to a great start. Below are a few technology platforms that I support
wholeheartedly, which tick each box above.
There are a few questions.
1. How does this tool lower the floor for young, emerging learners?
2. Can the roof be raised easily for our high-flyers?
3. What is the potential for personalization?

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 Seesaw: A student-driven digital portfolio that documents student learning with built-in creative tools and provides
an authentic audience for student work.
 Soundtrap: A cloud-based recording studio that harnesses critical thinking and communication skills through
collaborative, creative audio recording projects and bridges the necessary skills for preparing our 21st century
learners for a global, connected world.
 WeVideo: A cloud-based video editing and digital storytelling platform.
 ExplainEverything: A cloud collaboration platform built on the learning technology of tomorrow that helps students
and teachers tell their unique story.
 Code.org: Their vision is that every student in every school should have
the opportunity to learn computer science. They provide open-ended
programs, tutorials, and full curriculum to support this cause.
 Minecraft: Empowers unique and creative learning experiences for
educators and students by providing an open-world game which promotes
creativity, collaboration, and problem-solving in an immersive
environment where the only limit
is your imagination.

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Teacher: Stan Mihaela- Romania
PEER TUTORING
LESSON PLAN 1
Name Dascălu Mariana Gabriela and Miclăuș Daniela
Class: IX A
School: Colegiul Tehnic “Petru Poni Roman
Time of lesson: 10.00
-10.50
Unit: Energy
Lesson: Kinetic energy
Type of lesson: Peer tutoring
Lesson aims:
1. To create interest in the kinetic energy
2. To raise expectations about the understanding the equation of kinetic
energy,
3. To familiarize students with vocabulary linked to the topic of the
lesson
4. To get students to express their own views on the matters presented
Skills: Reading, Writing, Speaking, Listening, Showing the

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solution to problems, explaining the different method of resolving problems.
Methods of teaching: - peer tutoring
- teacher explains two problems to group of 5 pupils choosen upon their result. So tutoring
pupils are learning the way to resolve the following problem and ask what they don`t understand.
How much mass needs a car with mass 1000 kg which is traveling with a speed of 60 km/h for
having the same kinetic energy with a car with mass of 850 kg with a speed of 100 km/h ?
This process lasts about 15 minutes.
Meanwhile the class answer of tests hereunder.
When tutoring pupils are ready they go and take other 4-5 pupils and
make a group who will listen to their explanations.
Teacher verifies every group and checks if the explanations of tutoring
pupils are correct.
Almost every group needs supplementary explanations.
The last 10 minutes are used for feed-back. Teacher is asking questions
to check the understanding of the problem.
TEST
1. Kinetic energy is a characteristic of ……
2. When an object’s mass …………………….., it’s kinetic energy doubles
3. When an object’s speed doubles it’s kinetic energy ……………….
4. Two objects with the same mass and same speed, the relation between their kinetic energy is
…………………………..
5. What is the kinetic energy of an object in repose ?
6. What is the kinetic energy of a truck of 15.000 kg travelling with 15 m/s ?
The results of the test:
Marks 3 4 5 6 7 8 9 10
Number
of pupils
3 5 5 4 1 1 2 0

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The graphic shows that 8
students could not pass the
test
LESSON PLAN 2
Name Dascălu Mariana Gabriela and Miclăuș Daniela
Class: IX A
School: Colegiul Tehnic “Petru Poni Roman
Time of lesson: 10.00-10.50
Unit: Energy
Lesson: Potential energy
Type of lesson: peer tutoring
Lesson aims:
1. To create interest in the potential energy
2. To raise expectations about understanding the equation of
potential energy
3. To familiarize students with vocabulary linked to the topic
of the lesson
4. To get students express their own views on the matters
presented

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Skills: Reading, Writing, Speaking, Listening, Showing how to resolve problems, explaining different
methods on resolving problems.
Methods of teaching: - peer tutoring
- teacher explains a problem to group of 5 pupils choosen according to their result. Teacher separates 3
tutoring pupils of the group of 5 and 2 other pupils. It was necessary to change 2 pupils because they
were under expectations.
Tutoring pupils are learning the way to resolve the following problems and ask what they don`t
understand.
1. Two objects with different masses one is quadruples of the other are on the same level to the
surface of earth.
Calculate the ratio of their potential energy.
2. An object released vertically up with speed 40 m/s. in the following graphics represents the
dependence of kinetic energy of the height.
What is:
a) the mass of the object?
b) the speed of the object when it is on the point of half of maxim height.
V0= 40
𝑚
𝑠
a) m=?
b) v=?
h(m)
Ec(J)
80
80
a)The chart shows us that:
Ec=80J and
hm=80 m
𝐸𝑐 =
𝑚 𝑣𝑜2
2
=> 𝑚 =
2𝐸𝑐
𝑣0
2
hm=
2.80 𝐽
1600
𝑚 2
𝑠2
=0,1Kg

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b)When h=
ℎ 𝑚
2
a part of Kinetic energy is transformed in potential energy, so
Ec= Ep+ Ec1
𝑚 𝑣 𝑜
2
2
= 𝑚. 𝑔.
ℎ 𝑚
2
+
𝑚.𝑣2
2
.
2
𝑚
v0
2
= g.ℎ 𝑚 + 𝑣2
=>𝑣2
= 𝑣0
2
− 𝑔. ℎ 𝑚
v= 𝑣0
2
− 𝑔. ℎ 𝑚
v= 1600
𝑚2
𝑠2 − 10
𝑚
𝑠2 . 40𝑚 = 1200
𝑚
𝑠
v=20 3
𝑚
𝑠
˜ 34 𝑚
𝑠
This process takes about 15 minutes.
Meanwhile the class is checking their knowledge.
Pupils are shared in groups of 4-5 and every child asks the right peer a question about potential
energy. So every child is asking and answering.
When tutoring pupils are ready they go to another group already made and they explain the
problems.
Teacher monitors every group and checks if the explanations of tutoring pupils are correct.
Teacher asks questions to all students to get feedback.
The last 10 minutes are used for feed-back. Teacher is asking questions to check the degree to
which the students have understood the problems.

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LESSON PLAN 3
Clasa a IX-a
Lesson:Conservantion of Energy
Method-peer-toutoring
Materials:corp 1, corp 2 mass hanger, meter stick, low-friction
surface, mass set
Obiective:-sa identificam forme diferite de energie
-sa observam tranformarea energiei dintr-o forma in
alta
-sa constatam diferente pentru unghiuri diferite
planului inclinat
Procedure
The two objects will both start at rest, so their initial Kinetic energies are zero. They will accelerate at
the same rate. The velocity of one object will always be equal to the velocity of the other, as long as
the stink remains taut
∆𝐸𝑐 = 𝐿 for each objects
Define the floor as the point of zero
potential energy. The equatins for
gravitational potential energy ∆𝐸𝑐 = −𝐿
for each objects
So: ∆𝐸𝑐 = −∆𝐸𝑝 => ∆𝐸 𝐶+∆𝐸𝑝 = 0
𝐸𝑐2 − 𝐸𝑐1 + 𝐸 𝑃2 − 𝐸𝑝1 = 0
𝐸𝑐2 + 𝐸 𝑃2 − 𝐸𝑐1 + 𝐸𝑝1 = 0
The sum: 𝐸𝑡 = 𝐸𝑐 + 𝐸𝑝
means: Total energy =Kinetic
energy+gravitation potential energy where
𝐸𝑐 =
𝑚 𝑣2
2
and 𝐸𝑝 = 𝑚 𝑔 ℎ
𝐸𝑡2 − 𝐸𝑡1 = 0 => 𝐸𝑡2 = 𝐸𝑡1
So, total energy stays the same during

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the motion.
The conservantion of energy is often easies ti apply and think about that the general solutin to
Newton’s equations, so we will often apply conservation of energy considerations to study of
complicated situations
Teacher explain to tutoring pupils what they have to do to investigate the low of conservations of
energy.
Teacher shows the experiment and tell them
what thay have to measure to calculate the work done on the hanging mass
Pupils have to explain the discrepancies letween the values
to support the consevantion of energy and which are the
sourse of error

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Marks 5 6 7 8 9 10 Asenți
Tutors 1 0 0 5 9 10 3
Teacher 0 0 0 2 5 18 3
Marks for tutors:
1
0 0
5
9
10
3
0
2
4
6
8
10
12
0 1 2 3 4 5 6 7 8
N
u
m
ă
r
e
l
e
v
i
Note
Tutors

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The average marks for tutors:
1.5+5.8+9.8+10.10
25
= 9,04
Marks for teacher:
The average marks for teacher:
2.8+5.9+18.10
25
= 9,6
0 0 0
2
5
18
3
0
5
10
15
20
0 1 2 3 4 5 6 7 8
N
u
m
ă
r
e
l
e
v
i
Nota
Note acordate porofesorului

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PERSONALIZATION

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English through Chemistry Experiments
Prof. Rusu Maria, Colegiul Tehnic “Petru Poni” Roman
Prof. Dumea Antonela, Colegiul Tehnic “Petru Poni” Roman

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The Project- based learning is a fairly limited method. It can be used for numerous subjects and
for several stages in the teaching process. As some experts consider this method not as a method of
teaching, but as a method of making use of knowledge and acquired skills, it can be said that this
method is suitable for elementary classes and should be used when the number of students in the class
are less.
For any kind of investigation, proper planning and organisation works should be conducted by
the teacher and students should be grouped in groups, of limited size. A leader should be assigned of
the groups, who should be held liable for workings of all the students of the group. Through this
provision, teacher can ensure high level of success of this method.
PROJECT TITLE: English through Chemistry Experiments
The aim of the project is to enhance awareness ofthe bond between theoretical and practical
teaching and the ability to synthesize and communicate them during the English language classes. At
the same time, it seeks to provide an informative session for the same-aged school students. The
project is directed at first year highschool students aged 14 - 15. Based on cooperative work between
the students, they will prepare informative works - powerpoint presentations, short films, posters and a
Chemistry Romanian-English brief dictionary which will be loaded on Moodle platform for the
students of the school.
The project focuses on understanding the chemical properties and composition of chemicals people use
on daily basis.
Level: 14-15
Objectives:
 To understand, apply and be able to explain basic laboratory operations and chemical phenomenon;
 To develop experimental abilities by using tools, reactives and chemistry-related operations, from a
living body;
 To enhance communication skills within the group, focusing on using chemistry- related vocabulary in
English;
 To develop Web 2.0 skills to help integrating the Digital classroom concept
Process: All activities take place in groups.
Period Activity Description of the activity
January 2018 Planning
Stage.
Teacher discusses with the students and plan new
investigations. Planning seeks to prove specific
characteristics based on the obtained results.
February 2018 Application
Stage.
The students make use of a wide range of abilities and deal
with devices and direct methods to highlight the process-
the chemical phenomenon.
March 2018 Recording
Stage.
The students repeat the observations in order to obtain
credible outcome. The patterns noticed during the

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investigations are noted and the best recording techniques
are chosen: pictures, films, posters.
April 2018 Interpretation
and Reporting
Stage.
The students use a range of common methods for
interpretation. Then, they present them according to the
nature of the experiments they have carried out using as
many as possible Web 2.0 applications.
In the end, the students will include a scientific classified
list of terms both in Romanian and English, symbols and an
evaluation of the investigation in their report. The students
may also suggest other hypothesis to be tested.
The results of the investigations of the students are
presented to other students from CTPPR who have the same
school curriculum.
May 2018 Vocabulary
Synthesis Stage.
Having presented their projects, the students extract,
arrange and compile lists of terms they used and make a
poster entitled Our Classroom Chemistry Dictionary.
Evaluation: At the end of the project, students’ and teachers’ work is evaluated throughout the project
using the following tools:
- “Comment Tree” posted in the classroom with the students’ suggestions, further ideas.
- Films and PowerPoint presentations uploaded on Moodle Platform.
- Surveys to state the main benefits from taking part in the project.
- Suggestions to improve the project in following years.
Follow-up
At school, the results of the project is disseminated to other students. This project is adapted to
be flexible and allow the participation of other students in the following years and other teachers of
different non linguistic subjects such as Chemistry. Teachers share new web tools, put pupils at the
centre of their teaching and have different and positive contact with classes. This can be formalised
into a presentation session to other classes. The materials created can be used for teaching the language
used as a foreign language among other pupils and teachers not participating in this project.
BIBLIOGRAPHY
1. C.D. Nenţescu Chimie generală , EDP , Bucureşti 1972
2. Ionela Alan, Manual de chimie clasa a IX a, Editura Aramis 2004
3. M Gheorghe , M.Brezeanu , A. Bâtcă, C.Bejan, R. Cătuneanu , Chimie anorganică, EDP, Bucureşti,
1981.
4. Sandală Fătu, L. Ursea, Tehnici de laborator în chimie, Editura Coresi SRL, Bucureşti, 1992.

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PROJECT TITLE : FOODS FOR FIT
Colegiul Tehnic “Petru Poni” Roman
Teacher: Dumea Antonela
Motto: Healthy mind, so
Mind your health
The aim of the project is to provide personal information showing the good habits and good
behaviour one must follow to have a healthy life. At the same time, it seeks to provide an informative
session for the same-aged school students. The project is directed at first year highschool students
aged 14 - 15. Based on cooperative work between the students, they will prepare informative works -
powerpoint presentations, short films, posters for the students of the school.
The project focuses on different aspects of the life of young people to improve healthy habits:
e.g. every day’s healthy habits, healthy recipes, healthy use of internet.
Level: 14-15
Objectives:
1. To learn a foreign language in a dynamic, interactive and fun way.
2. To develop cooperative skills working in group.
3. To be aware of the importance of having a healthy lifestyle.
4. To introduce the meaningful use of ICT.
5. To promote the growth of the pupils’ critical thinking and self-management.
Process: Most of the activities can take place in groups.
Period Activity Description of the activity
November 2017 Everyday
healthy habits
students take an online quiz where they test their
knowledge on healthy eating habits. The results are
discussed in the classroom.
January- Healthy recipes Collecting and sorting information. The participants create a

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February 2018 Healthy Recipe Catalogue with healthy dishes popular in
the country. They also interview chefs from restaurants in
town and create short films.
March 2018 Internet use
and Health
Learning with and from each other. The students
brainstorm on the safe use of internet and the eating habits
in front of the computer. They visualize some Internet
threats and then they are to discussed in the classroom.
They exchange comments and create quizzes to promote a
healthy lifestyle and and search for healthy recipes to be
had while working on the Internet.
April 2018 Sharing the
results
The results of the investigations of the students are
presented in front of the students from CTPPR but also to
the other students involved in the Erasmus project "
Inclusion on the way to Europe".
Evaluation: At the end of the project the participants take another survey with (partly) the same
questions as the initial survey, to see whether they changed habits or views on health. Pupils’ and
teachers’ work is evaluated throughout the project using the following tools:
- Comments posted in the Facebook group.
- Quizzes (created with Kahoot.it ) about the content of their works, to promote healthy lifestyle.
- Surveys to choose the best materials for final presentations.
• The main benefits from taking part in the project.
• Suggestions to improve the project in following years.
Follow-up
At school, the results of the project is disseminated to other students. The participants are
shown how to prepare a healthy meal with a recipe they adapted. The students do a presentation for
parents about staying healthy when using the internet. This project is adapted to be flexible and allow
the participation of other students in the following years and other teachers of different non linguistic
subjects such as Biology. Teachers share new web tools, put pupils at the centre of their teaching and

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have different and positive contact with classes beyond the traditional framework of school. This can
be formalised into a presentation session to other classes. Students develop links with other world
experts on a subject and open up internationally enhancing the learning of foreign languages and 21st
century skills. The project could expand into the creation of podcasts. The materials created can be
used for teaching the language used as a foreign language among other pupils and teachers not
participating in this project.
Game address:
https://play.kahoot.it/#/?quizId=50345deb-d29f-4ad4-b247-57a704b936d4
Film address:
https://www.youtube.com/watch?v=cckMB-INxB0&feature=share
INITIAL QUESTIONNAIRE
HOW MUCH DO YOU AGREE WITH EACH OF THE FOLLOWING STATEMENTS?
No. Questions Strongly
Agree
Agree Disagree Strongly
Disagree
Q1. I am good at foreign languages,
especially English.
Q2. I like working in collaborative groups.
Q3. Project Based Learning provides
students with authentic learning
experiences.
Q4. Project-based activities are often used
during the classes.
Q5. After each project, I communicate
better with my classmates.
Q6. Project-based learning assessment is
stress free.
Q7. I think working in groups during the
English classes is helpful.

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Q8. I use many devices when I learn
through projects.
Q9. I like doing my homework at English
alone because I can figure out what I
know.
Q10. Project based learning makes the
lessons topic in the textbooks more
interesting.
1. I am good at foreign languages, especially English.
2. I like working in collaborative groups.
3. Project Based Learning provides students with authentic learning experiences.
4. I think working in groups during the English classes is helpful.
5. Project-based activities are often used during the classes.
6. After each project, I communicate better with my classmates.
7. Project-based learning assessment is stress free.
8. I use many devices when I learn through projects.
9. I like doing my homework at English alone because I can figure out what I know.
10. Project based learning makes the lessons topic in the textbooks more interesting.
FINAL QUESTIONNAIRE
HOW MUCH DO YOU AGREE WITH EACH OF THE FOLLOWING STATEMENTS?
No. Questions Strongly
Agree
Agree Disagree Strongly
Disagree
Q1. I like working in groups because I get
the assignment done faster and easier.
Q2. When you work in groups, it is difficult
to figure out the responsibility of each
group member .
Q3. I prefer to work alone because I find the
information I need to know about the

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subject faster.
Q4. I’d rather attend the traditional
classroom with a teacher directing the
learning.
Q5. I feel comfortable with PB activities
because I get to use device like the PC or
the iphone
Q6. I feel comfortable with PB activities
because I can create personal videos or
PowerPoint presentations.
Q7. Through PBL, I feel that I can
communicate with my peers and teachers
better now than before.
Q8. My overall feeling is that PBL makes me
enjoy working in groups and I learn
better this way
Q9. My grades are beneficially affected by
PBL.
Q10. I would rate PB activities as an excellent
way to learn efficiently.
1. When you work in groups, it is difficult to figure out the responsibility of each group member .
2. I like working in groups because I get the assignment done faster and easier.
3. I prefer to work alone because I find the information I need to know about the subject faster.
4. I’d rather attend the traditional classroom with a teacher directing the learning.
5. I feel comfortable with PB activities because I get to use device like the PC or the iphone.
6. I feel comfortable with PB activities because I can create personal videos or PowerPoint
presentations.

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7. Through PBL, I feel that I can communicate with my peers and teachers better now than
before.
8. My overall feeling is that PBL makes me enjoy working in groups and I learn better this way.
9. My grades are beneficially affected by PBL.
10. I would rate PB activities as an excellent way to learn efficiently.
Conclusion.
Students have enjoyed the PB
activities although they admit it is
quite difficult when it comes to
producing several types of products:
powerpoint presentations, posters ,
films and creating quizzes on Kahoot.
They acknowledge that they have
improved the language and
collaborative skills, and that it was fun
and productive to meet real chefs and
talk to them and even cook together in
a restaurant. In their opinion,this kind of learning is fruitful on many levels and approaches.

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PROJECT TITLE: FROM BOOKS TO FILMS
Class: 9 F (pre-intermediate level, mixed ability class, 1 student with CES, 14-15 of age)
TEACHING METHOD: PERSONALIZATION
Initial English test: September 2017 (to identify the individual differences in the foreign language
learning of the students)
Final test: March 2018 (to evaluate the resukts of the students and to conclude whether personalized
teaching is successful)
The aim of the project is to develop the students’ reproductive skills (speaking and writing) by using
personalisation as a teaching English method to a 9th ESL grade
Objectives:
1. To develop speaking and writing skills in English
2. To develop reading and listening skills in English
3. To encourage students to read books in English and watch films based on famous novels
4. To use technology in the classroom and extra-classroom activities (including homework) –
computer assisted language learning (CALL)
5. To enrich vocabulary
6. To develop debate skills
7. To encourage autonomous learning by (1) recognizing teacher’s objectives, (2) formulating
their own objectives, (3) selecting and implementing appropriate learning strategies, (4)
monitoring and evaluating their use of those strategies, (5) and monitoring their own learning
Date Units No. of lessons
Oct. Getting to know each other
-sharing personal information, dikes and dislikes, hobbies,
personal interests, describing people, places
3
Nov. My favourite films & books
-the students’ presentations (orally and in written form) of
their favourite books and films
3

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Dec. Chistmas books and films
-A Christmas Carol (Ch.Dickens), The Polar Extress, How
the Grinch stole Christmas, The Neverending story, etc
3
Ian. English culture and civilization in books and films
-The invaders, The Shakespearean historic plays, the Ken
Follett’s novels and film adaptations
6
Feb. Famous kings and queens of Britain
Shakespeare’s kings and queens in films, The Victorian
times, The two Elizabeths
5
March Spring in books and films 3
Learning strategies:
First of all, personalized learning can be either fully independent, fully collaborative (the
collaborating parties being students, teachers, parents, etc.) or anything in between.
- Individual, pair or group work
- worksheets which include exercise lists, of which some are mandatory and some optional, and a
learning diary.
- videos, Power-point presentations, blog-posts essays, posters
-self-paces learning (the
students set the deadlines
themselves to fit their own
schedules)
-debates
- essays, posters,etc
.

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PERSONALIZATION
in English as a foreign language class
Prof. Apăvăloaei Elena
The term personalization or personalized learning refers to a diverse variety of learning
experiences and teaching strategies intended to address the distinct learning needs, aspirations,
interests or diverse cultural backgrounds of individual students. It is considered a student-centered
learning strategy mainly because of its general goal, that of facilitating the academic success of each
student.
Personalization can be carried out by creating activities which allow students to use language –English
in our case- to express their own ideas, preferences, feelings and opinions. Therefore, personalization
is considered an important part of the communicative approach, since it involves communicating real
information about themselves.
In designing such activities, the most important thing for the teacher is to view the learners as active
and participating individuals who have diverse learning needs, which need to be identified first. The
next step is to plan these activities, which can only be successful if the intrinsic motivation of the
students is achieved. That is one of the main objectives for which the teacher should:
 Create a pleasant and relaxed atmosphere in the classroom;
 Develop a good relationship with the learners;
 Make the language classes interesting; bring variety into the classroom.
 Know the learners! (learn about their ideas, opinions, needs, likes and dislikes); Know how
they will react to different tasks; Let them make the choice!
 Personalize the learning process;
 Encourage learner autonomy;
 Increase the learners’ linguistic self-confidence.
There are several tools and strategies that support personalized learning, such as: Project-based
learning (to promote documentation and small-group, pair or group work and interaction); choice
boards (to encourage them to select the tasks or the topics that they are most interested in), personal
learning plans, portfolios, technology-assisted language learning (computers and mobile devices),
writing (opinion essays, blogs, e-mails, letters, quick prompts, etc)

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Due to my direct participation in the ERASMUS project- Inclusion on the way to Europe, I have
decided to implement this teaching strategy of which I found out more in the Turkey mobilization in
October 2017. I have chosen the 9th
F grade from our school, after analyzing the results in the
placement tests, which indicated a mixed-ability class of beginners.
The Implementation of the personalization method began in late September 2017, under the
Project title: From books to films, and it will end in April 2018, after the evaluation of the final
results of the students in order to conclude whether personalized teaching is as successful as it has
proved to be so far.
The aim of the project is to develop the students’ reproductive skills (speaking and writing) by using
personalisation as a teaching English method to a 9th ESL grade
Objectives:
1. To develop speaking and writing skills in English
2. To develop reading and listening skills in English
3. To encourage students to read books in English and watch films based on famous novels
4. To use technology in the classroom and extra-classroom activities (including homework) –
computer assisted language learning (CALL)
5. To enrich vocabulary
6. To develop debate skills
7. To encourage autonomous learning by (1) recognizing teacher’s objectives, (2) formulating
their own objectives, (3) selecting and implementing appropriate learning strategies, (4)
monitoring and evaluating their use of those strategies, (5) and monitoring their own learning
By taking into consideration the preferences of the students revealed in the first classes of this school
year, I have decided upon the following topics:
-Getting to know each other (as they were new to me and they didn’t know each other; sharing of
personal information, dikes and dislikes, hobbies, personal interests, describing people, places)
- My favourite films & books (the students’ presentations (orally and in written form) of their favourite
books and films)
- Chistmas books and films (-A Christmas Carol (Ch.Dickens), The Polar Extress, How the Grinch
stole Christmas, The Neverending story, etc)

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- English culture and civilization in books and films (The invaders, The Shakespearean historic plays,
the Ken Follett’s novels and film adaptations, etc)
- Famous kings and queens of Britain (Shakespeare’s kings and queens in films, The Victorian times,
The two Elizabeths)
- English castles and cathedrals
- Spring in books and films (the students’ choices, films and books presentation)
- English and Romanian famous castles
- Romania in 100 pictures (to celebrate 100 years since the great unification of our country)
To carry out these sets of activities, I made constant use of specific strategies that support
personalization, such as: individual, pair or group work, worksheets which include exercise lists, of
which some are mandatory and some optional, and a learning diary, videos, Power-point
presentations, blog-posts essays, etc. (the CALL strategies), posters, self-paced learning (the students
set the deadlines themselves to fit their own schedules), debates, presentations in oral and in written for
at their choice, essays, posters, etc.
In implementing the personalization in the English as a foreign language classes for this 9th
grade, first
of all, I noticed the fact that it really is successful as all the students became (gradually) more and more
interested in the topics, active, eager to participate in diverse activities. But the most important finding
was the fact that the students became more linguistic self-confident.
Biography:
1. Bălan, R, Cehan, A., In–Service Distance Training Course for Teachers of English, Polirom, 2003
2. Harmer, J., The Practice of English Language Teaching, Longman, 2007
3. Gradu, P., Kuutila, N., Personalized learning in English as a foreign language education, 2016
Webography:
1. https://www.teachingenglish.org.uk/article/personalisation
2. https://www.teachingenglish.org.uk/blogs/davedodgson/david-dodgson-defining-personalisation
3. https://adaptivelearninginelt.wordpress.com/category/personalization

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Initial test
I. Read the following sentences:
Tom is going on a trip to the mountains.
Tom needs to take his bag. The bag is brown. The bag is small. The bag is small and brown.
Tom opens the bag. Tom wants to put things in the bag. Tom wants to pack his bag.
Tom puts a toothbrush in the bag.
Tom puts a map in the bag.
Tom puts boots in the bag.
Tom puts a camera in the bag.
Tom puts a book in the bag.
Tom closes the bag. But the bag cannot close!
Tom takes the boots out of the bag. He puts them on his feet
Snap! Snap!
Now the bag can close. Tom is ready to go!

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Scoring scales:
Answers: 1-C, 2-B, 3-A, 4-C, 5-B, 6-B, 7-B, 8-A
8 x 1=8 p.
Total: 8 points
Final Test
I. Read the following sentences:
Have you ever wondered what keeps a hot air balloon flying? The same principle that keeps food
frozen in the open chest freezers at the grocery store allows hot air balloons to fly. Hot air rises and
cold air falls. So while the super-cooled air in the grocery store freezer settles down around the food,
the hot air in a hot air balloon pushes up, keeping the balloon floating above the ground.
A hot air balloon has three major parts: the basket, the burner, and the envelope. The basket is where
passengers ride. The basket is usually made of wicker because it will be comfortable and add little
extra weight. The burner is positioned above the passenger's heads and produces a huge flame to heat
the air inside the envelope. The envelope is the colorful fabric balloon that holds the hot air. When the
air inside the envelope is heated, the balloon rises.
Circle the correct answers:
1) According to the passage, balloon pilots control the balloon’s altitude by
A. moving into a different layer of air
B. regulating the air temperature inside the balloon
C. adjusting the amount of air in the envelope
D. changing the amount of weight contained in the basket
2) As used in paragraph 3, which is the best synonym for ascend?
A. move
B. fly

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C. sink
D. climb
3) As used in paragraph 3, which is the best antonym for descend?
A. fall
B. float
C. rise
D. drop
4) If the hot air balloon pilot wants to change directions during flight, what might he or she do to
accomplish this?
A. head toward a mountain peak
B. wait for it to rain
C. fly into a cloud
D. fly higher
5) What is the text about:
A plane
A birthday party balloon
A flying balloon
A kite
Scoring scales:
II. 4 x 1= 4p
1) B 2) D 3) C 4) D 5) 3
Total: 5p

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Lesson Plan
Class: IX F
Date: 27 September 2017
Level: Pre-intermediate, 29 students
Topic: Introduce yourself!
Teacher: Elena Apăvăloaei (English teacher)
Aims:
- to develop reading, listening and speaking skills;
- to encourage students to introduce themselves, talk about their likes and dislikes, listen to their classmates;
- to develop classroom interaction;
- Method of teaching: Personalization
Procedure
Warm- up. ................................................ 5 minutes.
Teacher talks about herself -place o birth, family, hobbies and interests- then she invites the students to watch as
short video- First day at school:
Lead in. …………..................................... 5 minutes
https://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/first-day-school
Students do the two follow-up exercises to have their understanding checked: True or False and reordering
exercises.
Presentation stage........................................ 30 minutes
Students answer the Teacher’s questions about the students in the video, then she invites them to introduce
themselves by using whatever tools and materials they need (paper, crayons, markers, pencils, glue, scissors,
computers with Internet access, etc). Students work individually. Teacher acts as an organizer, motivator, guide
and translator. After finishing their tasks, students are invited to introduce themselves. Each presentation is
unique and is applauded by the fellow students and teacher. Photoes are taken by a student who wanted to
perform this task. Another one takes notes and another one wants to write an article for the school paper about
her classmates and the way they have chosen to speak about themselves.
Feedback. ......................................................5 minutes
Teacher and students talk about the way they have chosen to talk about themselves, their feeling when they
began highschool, their hopes for the futures, their hobbies, interests, their relationship with the classmates, etc.
Homework:
Exercises 1 and 2, page 30 from the textbook, Unit 2 Hobbies, lesson 3 Collections and collectors.

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LESSON PLAN
Class: IX F
Date: 10 November 2017
Topic: Using the Internet to learn English
Method of teaching: Personalization
Aims:
- to develop writing, reading and speaking abilities
- to discover how to use the Internet in order to learn
English in a dynamic and entertaining way
- to encourage students to cooperate and help each other to
develop computer operating skills
Procedure
1. Checking homework on adjectives-degrees of comparison (fill-in and translation into English
exercises)……………………………………10 minutes
2. Lead in. …………..................................... 5 minutes
Teacher show the students how to make power-point presentations (some of them already know how
to make them), then she suggests them to work individually or choose a partner.
3. Presentation stage..........................................30 minutes
Teacher offers guidance for the students in order to make as many slides as possible and constantly
encourages the students to use English instead of Romania, though it may get quite difficult at times
(they have to work on computers and focus on making power-point presentations).
After finishing, some of the students show the materials to their classmates. They explain why they
have chosen the following themes on learning English by using: torrents (to download films, books
and music), the youtube (to watch virtual tours of famous museums), tutorials (to make clothes and
learn about hairdressing), pinterest (for home decorations), playing online computer games (for
entertainment) and websites, such as https://www.britishcouncil.org/
4. Feedback. ...................................................... 5 minutes

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Teacher congratulates students for their work and asks them to finish their presentations at home and
present all the materials the next time that have the English class and have the ICT teacher as a guest
and co-evaluator.

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LESSON PLAN
Date: 15 December 2017
Topic: Christmas in books and films
Aims:
- to familiarize students with the life and work of Charles Dickens
- to encourage public speaking
- to develop the reproductive writing and speaking skills
-to develop artistic skills
Procedure
1. Warm- up. ................................................ 5 minutes.
Teacher talks about winter as a favourite season and as a book character, then invites students to talk
about how they feel about the winter celebrations, especially Chritmas.
2. Lead in. …………..................................... 5 minutes
T1 invites the students to watch a a short video about winter in A Christmas Carol written by Charles
Dickens.
3. Presentation stage........................................ 30 minutes
After talking about the students’ opinions about the video that they watched, teacher invites them to
work in pair or in small groups of 4 or 5 on
Christmas in books and films. The students
decide who the group member are and what to
make the posters about. They are required to
add hand-written information to their posters
and speak English as much as possible.

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After finishing their posters, the students come in
front of the classroom and talk about their work,
how they made it and why they chose the theme, the
titles and the texts, and, most importantly, the roles
that they played in carrying out the tasks.
4. Feedback. ......................................................5
minutes
Teachers and all the students analyze the results of
their work. Students are encouraged to express their
opinions and decide on the best poster.
LESSON PLAN
Topic: English Castles and Cathedrals

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Aims:
- to familiarize students with the architecture of U.K. – great castles and gothic cathedrals
- to develop integrated skills
- to encourage students to make drawings, blueprints, posters or power-point presentations
Procedure
1. Warm- up. ................................................ 5 minutes.
Teacher asks students the following questions: Do you know the difference between a castle and a
cathedral? Have you visited a castle or a cathedral? Students give their answers and are encouraged to
describe a castle or a cathedral that they visited in Romania or in some other countries.
2. Lead in. …………..................................... 10
minutes
Hand-outs (fill in exercises) about famous
English castles and cathedrals.
T1 invites the students to watch a video about
gothic English gothic architecture
https://www.youtube.com/watch?v=9qqXbrpB5
_A-
3. Presentation stage........................................
35 minutes
After watching the video, students are invited to share their opinions on the English castle and
cathedrals. Then they search on the internet for pictures and information about these impressive
constructions and start working on their
drawing, blueprints or power-point presentations,
according to their choices.
After finishing their tasks, the students present
the result of their work.
4. Feedback and home assignment (describe a
character from A Christmas Carol or present the
summery of the book) ………………………... 5
minutes

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LESSON PLAN
Date: 20 April 2018
Topic: Who is William Shakespeare?
Aims:
- to inform the students about the life and great
work of William Shakespeare
- to develop listening and writing skills
- to encourage public speaking and drawing or
preparing posters
Procedure
1. Warm- up. ................................................ 10 minutes.
Students listen to their teacher as she talks about a film
which has impressed her (Romeo and Juliet (1968),
then they answer her questions: Have you watched the
film or other films having the same title? Do you know
that these films are adapted from Shakespeare’s play
Romeo and Juliet ? Do you know who is William
Shakespeare? etc
2. Presentation stage ........................................ 30 minutes
Students are invited by the teacher to watch a
short video about the life and work of W.
Shakespeare and do the follow-up exercises to
check understanding (true/false questions and
put the sentences in the correct order)
http://learnenglishkids.britishcouncil.org/en/shor
t-stories/william-shakespeare

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Teacher invites students to read aloud
fragments from Shakespeare’s plays and
asks them to translate them into Romanian
by searching for the meaning of the words
in the online English dictionaries. The
fragments chosen by the teacher contain
food idioms. After presenting their versions
of the translation, the students express their
opinions about William Shakespeare’s, life,
work and language.
4. Feedback and
homework...................................................5
minutes
Teacher appreciates the students’ answers and performance and asks them to prepare posters about
Shakespeare (facts, pictures, famous quotations, etc) and present them the next class.

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PROJECT SHAKESPEARE
Workplan Shakespeare
Week 10
Lesson 1 We will watch an introduction to Shakespeare and ”Richard III” on Youtube
Lesson 2: We will listen to: Horrible Histories - Richard III
https://www.youtube.com/watch?v=o9iQvu3IUCM
LInk Youtube:
Biography Shakespeare: https://www.youtube.com/watch?v=geev441vbMI 4 min 43
sec
Animated documentary: https://www.youtube.com/watch?v=eG5gqA6cxBM 25 min.
Horrible Histories - Richard III https://www.youtube.com/watch?v=o9iQvu3IUCM 4 min
The Globe: https://www.youtube.com/watch?v=m3VGa6Fp3zI&t=23s 4,5 min
Week 11
We will watch ”Shakespeare in Love” as an introduction to this theme.
Week 12-15 (Easter Holiday week 14)
You will do a ”talking snake”. You will work in pairs or groups and be responsible to summarize one
scene in an act of ”Richard III”. You will practice to talk about your scene and then you will introduce
it to the rest of the class. We will start from Act 1, Scene 1 and move to Act 1, Scene 2 and so on. You
can find the scenes on http://www.sparknotes.com/shakespeare/richardiii/
We will do the “talking snake” on 11 April

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Time permitting, we will read some of Shakespeare’s sonnets.
On April 12. we will watch the play at Uppsala stadsteater.
PROJECT LITERATURE
Workplan Literature
1. We will together read and work with the short story entitled "Marionettes, Inc". (Handout)
2. You will be divided into groups of five. Each group will have an individual short story with
questions to discuss and answer. In addition each member within the group will focus on a certain
aspect of the story and prepare questions which you will share with your fellow members in a group
discussion. (Handout) I will be listening in on your discussions.
The short stories are:
"The Black Cat" by Edgar Allen Poe
"The Tell-Tale-Heart" by Edgar Allen Poe
"Charles" by Shirley Jackson
"Saki" by Sredni Vashtar
"The Secret" by Arthur C. Clarke
3. You will do vocabulary work based on your story. (Handout)
4. You will hand in an individual evaluation on the work. In the evaluation you will
 express your thoughts on the assignment and why you feel the way you do
 explain what you have learnt
 give your thoughts on the work efforts within the group

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PROJECT AMERICAN HISTORY
WORKPLAN American History
As part of your English grade you must know some facts about some English speaking countries. In
this project you will learn about American history with emphasis on black history.
The project will last between the weeks 45-49. During this time you will hear a song, listen to lectures
and a famous speech and watch a film and a documentary. You will from all this produce a summary,
take notes, discuss and do a group assignment. All the assignment must be finished by Friday, Dec, 7th
.
You will be graded on your ability to write, understand and talk. Each of these abilities will be graded
separately.
Assignment 1

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Objective: Understanding and Writing
a. Listen to Bob Dylan’s song “Hurricane”.
b. Write a summary of the text. What is the song about?
c. Hand in the summary to your teacher for evaluation.
Assignment 2
a. You will listen to your teacher give a lecture on the history of black Americans.
b. You will watch a documentary on lynching – time permitting.
c. While you listen and watch you will write down notes on what you see and hear.
d. Hand in your notes to your teacher for evaluation.
Assignment 3
Objective: Understanding and Talking
a. You will listen to the famous speech “I have a dream” by dr. Martin Luther King.
b. After you have heard the speech you will talk about the content. Why did it have such a great
impact on people, in your opinion?
c. Your teacher will listen and evaluate.
Assignment 4
Objective: Understanding and Talking
a. You will watch the movie American History X.
b. After having seen the movie you will work in a group with 2-3 people and together you will
discuss the movie (some topics for the discussion you will get from your teacher).
c. You will also come up with a spin off story for one or more of the characters in the movie.
(you may create a different setting, add new characters a s o to your story)
d. You will, together with the group, present your spin off for the class.
e. Your teacher will listen and evaluate your part in the discussion and presentation

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Assignment 5 – To be done as homework, not in class
a. You will write an evaluation of this project in which you will tell what you have learnt and how
you felt about this work.
b. Hand in to your teacher for evaluation.
LESSON PLAN
Teachers : Pescaru Monica (History teacher) and Pîslaru
Mihaela (Religion teacher)
Class: IX A
Subject : History and religion
Title of the lesson: The Crusades / The Church in the Middle
Ages
Type of lesson: Introduction of knowledge
Reference objectives:
1.1. The use of historical terms specific to the Middle Ages in various situations of written or oral
communication.

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3.1. Time and space location of historical facts from the
Middle Ages, based on historical sources.
3.3. Comparing information from historical sources on an
aspect of medieval civilizations in order to establish
similarities and differences.
Operational objectives:
O1: to use the terms "crusade", "knight", "djihad" in
different situations of written or oral communication.
O2: to locate the temporal and spatial framework of the Crusades.
O3: to compare the capacity of Christians and Muslims to mobilize and organize for the conquest of
the Holy Land.
Teaching methods: heuristic conversations, introduction of knowledge, powerpoint presentation, book
work, logic scheme, worksheets.
Means and teaching materials: map, teacher's notebook, blackboard, marker, the manual, laptop, video
projector, worksheets.
Forms of class organization: frontal, individual-guided,
collective and group-work;
Procedure:
1. Introducing new content:
The lesson is structured into three parts:
- Causes
- The Crusades
- The consequences
2. Based on the PPT images, students will identify the
forces participating in the Crusade and their motivation to
participate in the conflict.
Before starting the second part of the lesson, students will
read and interpret a short historical fragment of the book -
Urban II's Call to the Crusaders. Students can thus compare the capacity of mobilizing the Christians
for the holy war with that of the Muslims. The route of the crusades will be identified on the map

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(during the conflicts that took place between the 11th and the 13th centuries) and the students will
locate the temporal and spatial framework in which the Crusades took place. Based on PPT images, the
students will identify the symbols for each religious order that protected the territories conquered by
the "Knights of the Cross."
To fix the new knowledge, the work sheets will be solved. For 5 minutes, each student individually
solves the tasks formulated on the worksheet. After that, the answers will be checked and analyzed
frontally, making a formative assessment.
3. Completion of the activity:
After drawing conclusions, some appreciations are made both by the teacher s and by the
students on the content of the lesso
LESSON PLAN
Teachers : Pescaru Monica (History teacher) and Pîslaru Mihaela (Religion teacher)
Class: IX A
Subject : History and religion
Unit: THE MEDIEVAL CIVILIZATION
Title of the Lesson: The MEDIEVAL ART
Type of lesson: Teaching-learning-evaluation
Main objective: to apply the appropriate principles and methods to address historical sources.
Objectives:
1. to compare information from historical sources on a cultural aspect in order to establish similarities
and differences;
2. to become interested for the cultural values of the medieval world;
3. to use the ancient terms: Romanesque style, Gothic style, counterfeit, broken arch, ogive, stained
glass;
4. to describe the architectonic style;
5. to coordinate the requirements;
6. to develop the taste for beauty.
STRATEGIES:

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Methods and procedures: heuristic conversation, explanation, guided learning, discovery, Venn-Euler
diagram, team work.
Means of education:
- PPT presentation: The Medieval art from Romanesque to Gothic, worksheets, medieval music,
computer, video projector.
Forms of organizing student activity: frontal activity, individual activity, pair work.
Procedure:
1. Announcement of the topic and objectives of the lesson:
The theme of the lesson and the objectives are noted on the blackboard. The teacher shares workbooks
and allows them to work on pairs. Methods used: explanation, solving the exercises on the worksheets;
2. Acquiring new knowledge:
The teacher explains the Venn-Euler diagram and asks the students to fulfill the requirement:
- identify the similarities and differences between the two architectural styles;
The teacher intervenes whenever necessary to guide them to the correct answers, but also to complete
and add other questions. The teacher shows images of monuments of Romanesque and Gothic styles.
Students consult with each other to solve the requirements. The methods used are: guided learning,
discovery, explanation, conversation, comparison, team work, Venn diagram, etc.
3. Making Feedback:
Students receive a test of knowledge and assessment of the level of understanding.
4. Homework:
Students receive the home assignment of presenting a church or cathedral visited by them (drawing
and written presentations).
The Venn- Euler Diagram
The Romanesque style the Gothic style
Differences Similarities Differences

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This project has been funded with support from the European Commission. This publication reflects the
views only of the author, and the Commission cannot be held responsible for any use which may be made of
the information contained therein.

Peer tutoring , project based learning and personalization

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